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Teacher quality
Principal leadership
Parent involvement
This school is the best school that you can find in California and this school is so good,it's the best you can find.
My child started third grade at Cubberly this year. I am impressed with his quality of education, the experienced educators, the warm and efficient staff, and the approachable and effective principal, Ms. Cruz. The after school program, Prime Time, is top notch and my child never wants to leave because he's having so much fun with his friends and his homework is done! It is a small school with a physical education program, art teacher, Lego club, and counseling center. My child and I have been exceptionally happy at Cubberly.
—Submitted by a parent
Both of my children attend Cubberley. One is in the 5th grade and the other is in the 4th grade. Both have attended since kindergarten. The office staff is friendly and well informed. The teachers seem to love what they do and the principal takes a genuine interest in the needs of the children. Sadly, because the school is small it has been unfairly effected buy California's budget crisis. I love the fact that it is a small neighborhood school where I recognize most of the other parents and all of the staff.
—Submitted by a parent
My oldest daughter went to Cubberley from K-5th and my youngest is in 5th grade and has been there since Kindergarten. All the teachers my girls have had have been awesome. Extremely involved. The current principal is just great. She knows all the kids by name. My only problem is the school starts way too early. All other schools in the area, start no earlier than 8 am.
—Submitted by a parent
cubberley is a great school.my daughter has been going there for about 6 years and she loves it soooo much. the principal is always involed.I would recamend this school
—Submitted by a parent
We've had two children in this school, one of whom is now an adult. Our experiences have been extremely positive. The faculty is concerned and engaged, and the atmosphere promotes learning and social responsibility. Cubberley gets two thumbs up from me.
—Submitted by a parent
I find that Cubberley is a very negative atmosphere with teachers who like their job, but are frustrated with othr policies or personal problems, our principal is nice but ineffective and the PTO is an absolute joke. I'd never recommend it to anyone.
—Submitted by a parent
Cubberley has been a great school for my Daughter however school hours are too early. Ms. Friess was my daughter's kindergarten teacher an she was amazingly interested in my daughter's learning!
—Submitted by a parent
Cubberley's teachers and faculty lack the ability to cope with our children nowadays. The school does not allow parents to sporadically check on students in the class when a problem could be occurring.
—Submitted by a parent
Cubberley is awesome! My son started this school in 2004. The teachers and faculty are great. Mrs. Cruz is an excellent principal. She knows all the students names. You can even find her out and about during the lunch hour conversing with the kids. ASB and PTO have plenty of fun activities for the school. My children are in the 6 to 6 program, which is great. I am very confident that my children are safe when they are dropped off in the mornings. Bottom line. This is a great school!
—Submitted by Dawn H., a parent
Cubberley is a great school! I have been a parent of a cubberley student since 2000-01 school year. In that time, we have had 2 principals. When we first came to cubberley, there was nothing for the kids to really do. Everything was academics, academics, and more academics. Kids were not allowed to have fun. In fact, having fun was frowned upon. In the past year, we have added the associated student body which is getting the students more involved in the school. Yes I will agree that there is a lot of homework for the kids to do, however, they are at school to learn. Go any where else in the district or any other district and the amount of homework will be the same if not more. My youngest is now in 3rd grade. We have 2 more years here and I am looking forward to them.
—Submitted by a parent
I agree that they are way too hard on the kids with this workload. My daughter started in kindy and now 1st grade and she's totally overwhelmed. As a working parent it's hard for me to keep up as well along with everything else , fundraisers etc....I feel like this is too much for a 6 year old and don't understand why it's so hard core. I'm thinking of changing schools come next semester. Learning is great but stressing out a young child is not right.
—Submitted by concerned parent, a parent
My child just started and I'm not at all impressed with this school. They push the kids to hard. My child hates it! And I do not blame her!
—Submitted by a parent
Wonderful school! The teachers and staff are very friendly and the curriculum is great. My son only attended 5th grade here, but enjoyed it very much.
—Submitted by a parent
I think Cubberley is a great school. They really promote reading and math. Most of the teachers there are great and are very good with the students. The school is clean and they watch over the children well.
—Submitted by a parent
This is an excellent school. We moved from out of state, and this school was much more advanced than previous school. Teachers really take time to make sure children understand. We really love Cubberley
—Submitted by a parent
Principal is involved and visible at school at tall times. Very cosmopolitan school. My Daughter is struggling with volume of homework though.
—Submitted by a parent
As a new resident in this school district I am impressed with the Principals evident involvement in the school and her interest in the students. My daughter's teacher is very approachable and personable and manages to control her large class easily.
—Submitted by a parent
Cubberley is an average school. The API has continued to increase in the past few years. The principal strongly encourages reading and physical education, however does not encourage math or creativity as much. I have not been very impressed with Cubberley mostly because my daughter's teacher has showed a lack of interest in her students success.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
28 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
27 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
23 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
24 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
35 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
33 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 61% |
| Females | 54% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 50% |
| Females | 54% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 57% |
| English learner | n/a |
| Fluent-English proficient and English only | 39% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 39% |
| Females | n/a |
| Males | 44% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 46% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 44% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | n/a |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | n/a |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 48% |
| Females | 58% |
| Males | 36% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 55% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 46% |
| Females | 50% |
| Males | 42% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | 45% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | n/a |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 42% |
| Females | 53% |
| Males | 31% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 45% |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | 58% |
| Students with disability | n/a |
| Students with no reported disability | 45% |
| English learner | n/a |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 67% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 68% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 69% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 63% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 53% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 76% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 75% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| African American | 29% | 7% | ||
| Hispanic or Latino | 29% | 49% | ||
| White | 26% | 28% | ||
| Asian | 9% | 8% | ||
| Filipino | 4% | 3% | ||
| Pacific Islander | 2% | 1% | ||
| American Indian or Alaska Native | 1% | 1% | ||
| Multiple or No Response | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 25% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 67% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 52% | 85% | ||
| Filipino (Pilipino or Tagalog) | 18% | 1% | ||
| Vietnamese | 12% | 2% | ||
| Cantonese | 3% | 2% | ||
| Japanese | 3% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Farsi (Persian) | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Russian | 2% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 2% | 0% | ||
| Somali | 2% | 0% | ||
| Urdu | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 15 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 17 | N/A | 11 |
| Average years teaching | 17 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Special staff resources available to students |
ELL/ESL Coordinator Librarian/media specialist(s) Music teacher(s) PE instructor(s) |
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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
3201 Marathon Dr.
San Diego,
CA 92123
Website: Click here
Phone: (858) 496-8075
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